DEVELOPMENT OF PROFESSIONAL COMMUNICATION SKILLS IN ENGLISH AS A FINAL STAGE OF TEACHING ENGLISH IN NON-LINGUISTIC UNIVERSITY

2020 ◽  
Author(s):  
Diana A. Gromova ◽  
◽  
Liubov D. Rebikova ◽  
Keyword(s):  
Communication Skills ◽  
Final Stage ◽  
Professional Communication ◽  
Teaching English

Phraseology in Teaching Professional Communication in Russian Language to Foreign Students

2021 ◽  
Vol 10 (4) ◽  
pp. 61-66
Author(s):  
N. Basko
Keyword(s):  
Communication Skills ◽  
Foreign Students ◽  
Communicative Competence ◽  
Russian Language ◽  
Professional Communication ◽  
Economic Discourse ◽  
Linguistic Resources ◽  
Speech Control ◽  
Teaching Professional

The article is devoted to the role and possibilities of using phraseology in teaching professional communication skills in Russian to foreign students. As an example, phraseological units are discussed that are used in professional communication in the field of economics and business. The article contains such linguistic characteristics of phraseological units in the economic discourse as semantics, stylistic properties, etymology, communicative value. Teaching professional communication with the use of phraseology assumes acquaintance of foreign students with the main linguistic characteristics of phraseological units, i.e. with their grammatical properties, lexical and syntactic compatibility, features of functioning in speech. Control tests are aimed at mastering the semantics of phraseological units, at developing the skills and abilities of using phraseological units in professional speech. The author of the article comes to the conclusion that the use of phraseological expressions in teaching professional communication allows to consider phraseology as one of the linguistic resources that contributes to the formation of communicative competence in the professional sphere among foreign students.

scholarly journals METODE DAKWAH MENURUT JALALUDDIN RAKHMAT DAN IMPLEMENTASINYA DALAM BIMBINGAN DAN KONSELING ISLAM (BKI)

2019 ◽  
Vol 38 (1) ◽  
pp. 162
Author(s):  
Sri Maullasari
Keyword(s):  
Communication Skills ◽  
Final Stage ◽  
Rapid Development ◽  
Guidance And Counseling ◽  
Systematic Method ◽  
Counseling Process ◽  
Middle Stage ◽  
Action Stage

<p><em>In line with the increasingly rapid development of the era, da'wah activities require a precise strategy and a clear concept. For this reason, it is necessary to have a systematic method or method that is used to deliver material or preach messages to mad'u. The author focuses on conducting studies between the methods of da'wah according to Jalaluddin Rakhmat and their implementation in Islamic guidance and counseling because they can be said to be interrelated. According to Jalaluddin Rachmat there are three methods of da'wah, namely: preaching with wisdom (bi al-hikmah), mau'idzah hasanah, and da'wah with good discussion (mujadalah billati hiya ahsan). The da'wah method according to Jalaluddin Rakhmat can be implemented in the guidance and counseling process as an effort to deepen the application of counseling communication skills. Al hikmah can be applied in the initial stages of counseling process trying to understand a client's problems. Mauidzhah hasanah can be applied in the middle stage, which is the stage of work where there will be advice so that clients can find various alternatives to the problems at hand. Mujadalah billati hiya ahsan can be applied in the final stage, namely the action stage which seeks to convince clients of solutions that will be taken independently.</em></p><p align="center">****</p><p>Sejalan dengan perkembangan zaman yang semakin pesat, kegiatan dakwah memerlukan sebuah strategi yang jitu dan konsep yang jelas. Untuk itu perlu sebuah metode atau cara yang sistematis yang  digunakan untuk menyampaikan materi atau pesan dakwah kepada mad’u. Dalam kajian ini penulis fokus untuk melakukan pengkajian antara metode dakwah menurut Jalaluddin Rakhmat dan implementasinya dalam bimbingan dan konseling Islam karena keduanya bisa dikatakan saling berkaitan. Menurut Jalaluddin Rakhmat terdapat tiga metode dakwah, yakni, dakwah dengan hikmah <em>(bi al-hikmah</em>), <em>mau’idzah hasanah</em>, dan dakwah dengan diskusi yang baik (<em>mujadalah billati hiya ahsan</em>). Metode dakwah menurut Jalaluddin Rakhmat dapat diimplementasikan dalam proses bimbingan dan konseling sebagai upaya memperdalam penerapan ketrampilan komunikasi konseling. <em>Al-hikmah </em>dapat diterapkan dalam tahap awal konseling, untuk memahami suatu permasalahan klien. <em>Mauidzhah hasanah </em>dapat diterapkan dalam  tahap pertengahan, yang merupakan tahap kerja dimana akan adanya nasihat-nasihat agar klien bisa menemukan berbagai alternatif atas permasalahan yang dihadapi. <em>Mujadalah  billati hiya ahsan </em>dapat diterapkan dalam tahap akhir, yaitu tahap tindakan <em>(action) </em>yang berusaha untuk menyakinkan klien terhadap solusi yang akan diambil secara mandiri.</p>

scholarly journals Designing ESP Courses: Principles & Specificities

2021 ◽  
Vol 3 (1) ◽  
pp. 62-74
Author(s):  
D. Stoyanova
Keyword(s):  
Learning Outcomes ◽  
Online Courses ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Professional Communication ◽  
Course Development ◽  
Teaching English ◽  
Specific Level ◽  
Characteristic Features ◽  
Step Algorithm

The article is aimed at specialists in teaching English for professional communication and is dedicated to development of courses of English for Specific Purposes (ESP). The author describes characteristic features of such courses, that need to be considered by methodologists, and describes an algorithm that has been successfully used in course development at Skyes University and Skyeng online school. Besides the step-by-step algorithm, the article describes tools that are needed to successfully develop an ESP course: tools to check the text CEFR level, tools to select learning outcomes, vocabulary and grammar functions for a specific level of language acquisition, goals and professional area. The article also lists tools to ensure the pragmatic value of the course being developed and reasons for using particular approaches and techniques in teaching, such as Task-based learning, Project-based learning, case studies. All the methods and techniques, described by the author, are illustrated with examples from online courses that have been designed and used by Skyeng and Skyes University platform. The algorithm and set of tools will be useful for development not only of online courses but also of textbooks of English for Specific purposes and professional communication.

scholarly journals Modern Specialists’ Readiness to Professional Communication and the Ways of Developing Professional COmmunication Skills

2020 ◽  
pp. 14-24
Author(s):  
Е.В. Богомолова ◽  
О.И. Ананьева
Keyword(s):  
Communication Skills ◽  
Professional Communication ◽  
Personalized Education ◽  
Educational Paradigm ◽  
Synergistic Relationship ◽  
Quality Formation

В статье описано, каким образом можно решить проблему сущности профессионального общения и путей его эффективного формирования. На основе проведенного анализа определены методологические основы исследования, даны авторские определения понятий «парадигма образования», «профессиональное общение», «готовность к профессиональному общению». Обосновано и доказано, что формирование готовности современного специалиста к профессиональному общению на базе комплексного использования личностно ориентированного и синергетического подходов, персонолизированного обучения, синергии форм, методов и средств обучения обеспечивает целостность и системность подготовки, достижение высокого уровня компетентности в сфере профессионального общения. The article focuses on the essence of professional communication and on efficient ways of developing professional communication skills. The investigation enables the authors to define methodological foundations for research. The authors provide their definitions of the following concepts: “educational paradigm”, “professional communication”, “readiness to professional communication”. The article maintains that to ensure modern specialists’ readiness to professional communication, to secure systematic and comprehensive training, to guarantee the quality formation of professional communication, it is essential to integrate personality-oriented and synergistic approaches and to ensure personalized education and synergistic relationship between forms, methods and means of education.

scholarly journals Linguacultural Features of Teaching English for Specific Purposes in Cross-Cultural Interactions

2018 ◽  
Vol 50 ◽  
pp. 01185
Author(s):  
Marina Krapivina ◽  
Vitaly Tomin ◽  
Natalia Eremina
Keyword(s):  
Global Economy ◽  
Large Scale ◽  
Professional Competence ◽  
English For Specific Purposes ◽  
Professional Communication ◽  
Modern World ◽  
Regional Economies ◽  
Teaching English ◽  
The University

Teaching English for specific purposes to non-linguistic students presents some challenges due to several factors. They are determined by the growing demands of the global economy towards the level of professional competence, diversification of the employers ‘demands to the employees and the need to account for the cultural peculiarities of regional economies. The authors present a study of organizing the process of English for specific purposes teaching considering linguacultural features. The authors assess the role of English in the modern world and the global economy. English continues to change the language behaviour of people around the globe and is currently the primary tool for large-scale bilingualism. The article analyses the main linguacultural features of different regional business communities’ representatives. The article outlines the primary courses design requirements: the communicative orientation and integrating the linguacultural features of professional communication. The authors substantiate the need to develop a methodological, theoretical and practical basis for the implementation of the linguacultural component of the course for the university students.

scholarly journals A Qualitative Study on Danish Student Pharmacists’ Attitudes Towards and Experience of Communication Skills Training

Pharmacy ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 48
Author(s):  
Neeltje P. Duijm ◽  
Karin Svensberg ◽  
Casper Larsen ◽  
Sofia Kälvemark Sporrong
Keyword(s):  
Qualitative Study ◽  
Communication Skills ◽  
Skills Training ◽  
Professional Communication ◽  
Communication Skills Training ◽  
Good Communication ◽  
European Student ◽  
Students Attitudes ◽  
Group Interviews ◽  
Key Aspects

As the pharmacy profession evolves, good communication skills are vital for securing the safer and more rational use of medicines. Currently there is a lack of qualitative studies researching European student pharmacists’ and their experience with communication skills training (CST). This qualitative study aimed to fill this gap by exploring Danish student pharmacists’ attitudes towards, and experiences of, CST. Focus group interviews were conducted with a heterogeneous sample of Danish student pharmacists in 2016. Interviews were audio recorded, transcribed verbatim and analyzed inductively. Fifteen students participated in three focus groups. Five categories identified as key aspects were: professional communication vs. normal conversation, motivation to engage in training, how to learn communication skills, experience with CST and universities’ role in teaching communication skills. In conclusion, there were both positive and negative attitudes towards CST among the participants. However, they had little experience with CST. Bloom’s taxonomy of the affective domain and Kolb’s experiential learning model appear to be useful in understanding students’ attitudes towards CST. Pharmacy educators can use this study to structure and improve their CST curricula by knowing what influences students’ attitudes towards CST.

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